Parent Curriculum Guide
__________________________
Grade Level: 4th Grade
Six Weeks: ELA 4th Six Weeks Readiness skills = denoted
* Orange Literary terms: See Literary Term Link
What will students learn?
How can I assist my child?
January 27-31, 2014
Comprehension –Informational Text/Expository
Analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and
provide evidence from the text to support their understanding.
Vocabulary/Spelling/Grammar/Writing
Use context clues to determine the meaning of unfamiliar words in sentences with examples and definitions
Use and understand the function of pronoun-verb agreement in reading, writing and speaking situations
*Write legibly: develop a draft of a fictional narrative by categorizing ideas and organizing them into paragraphs, revise drafts for
coherence, organization, use of simple and compound sentences, and audience, finally edit drafts for grammar, mechanics, and spelling
 Listening to your child read and periodically stopping to ask questions (who, what, when, where, why, how)
 Want your children to be good readers? Let them see you read
 Encouraging discussion of new and unfamiliar words
http://www.quia.com/rr/151544.html
http://www.chompchomp.com/exercises.htm#Pronoun_Agreement
http://www.k12reader.com/subject/4th-grade-reading-comprehension-worksheets/
What does it look like?
How do I know my child
understands?
1.
2.
3.
4.
5.
6.
7.
What was the author’s purpose in this article?
What can the reader tell about the author’s purpose in this historical document?
The author wrote the historical document to____.
Which sentence from this information tells that _____was_____. (inference not stated in the text)
How can the reader tell the author’s purpose was ______? (text evidence for an inference or conclusion included in a the
question stem)
What was an implied purpose of this selection?
What is the difference between the stated purpose and the implied purpose?
PTA2
Partners-Teachers-Advocates- Advisors
Weeks: ELA 4th Six Weeks Readiness skills = denoted *
What will students learn?
Skill described
How can I assist my child?
Activity described
February 3-7, 2014
Comprehension –LiteraryText/Expository
Describe the interaction of characters including their relationships and the changes they undergo.
Vocabulary/Spelling/Grammar/Writing
Identify and create analogies using synonyms and antonyms.
Spell, read, write and identify words with Diphthongs /oi/ and /ou/: Ex. moisture and mountain
Use and understand the function of possessive pronouns in reading, writing and speaking situations: Ex. The house
is theirs and its paint is flaking.
Write legibly a character development story that highlights the character’s background, appearance, personality…etc. develop a
draft by categorizing ideas and organizing them into paragraphs, revise drafts for coherence, and organization.
 Listening to your child read and periodically stopping to ask questions (who, what, when, where, why, how)
 Try holding D-E-A-R times at your house. "DEAR" stands for "Drop Everything and Read." During DEAR time, everyone in the
family sits down for some uninterrupted reading time.
 Encouraging discussion of new and unfamiliar words
http://www.k12reader.com/subject/synonyms-antonyms/
http://www.spellingcity.com/
http://www.k12reader.com/subject/creative-writing-prompts/
What does it look like?
Models and visual
representation of the skill
- graphics
How do I know my child
understands?
What to look for…
1.
2.
3.
4.
5.
6.
7.
What can you tell about _____ and _____?
At the beginning of the story how does _____feel about _____?
How did _____’s feelings about _____change by the end of the story?
How does _____ most likely feel at the end of the story?
What caused _____to change his mind about _____?
Why are _____ and _____such good friends?
Why did _____ feel like _____ did not like him/her?
PTA2
Partners-Teachers-Advocates- Advisors
Weeks: ELA 4th Six Weeks Readiness skills = denoted *
What will students learn?
How can I assist my child?
February 10-14, 2014
Comprehension – Literary Nonfiction/Biography
After reading a selected text, make inferences and draw conclusions about the varied structural patterns and features of literary
nonfiction and provide evidence from text to support their understanding.
Distinguish fact from opinion in a text and explain how to verify what is a fact
Vocabulary/Spelling/Grammar/Writing
In analogy situations, Identify and use synonyms and antonyms
Spell, read, write and identify plural words
Use and understand the function of future tense verbs in reading, writing and speaking situations
Create a story
 Read mysteries with your child and try to figure out the clues together.
 Providing access to text and online reference sources (dictionary, thesaurus, etc.)
 Set aside a time and place for your child to read (a comfy chair and reading light in a quiet place)
ttp://www.learninggamesforkids.com/vocabulary-games/antonyms/antonym-or-synonym.html
https://sites.google.com/site/easygrammar4kids/plurals
http://mrnussbaum.com/readingpassageindex/#4
What does it look like?
How do I know my child
understands?
1.
2.
3.
Which of the following is a fact and not an opinion?
How can the reader be certain the fact ____has been identified correctly as a fact?
Which of the following verifies _____as a fact in this information?
PTA2
Partners-Teachers-Advocates- Advisors
Weeks: ELA 4th Six Weeks Readiness skills = denoted *
What will students learn?
How can I assist my
child?
February 17-21, 2014
Comprehension- Informational Text/ Expository
*After reading a selected text, summarize the main idea and supporting details in the text in ways that maintain the meaning.
Vocabulary/Spelling/Grammar/Writing
Use context clues to determine the meaning of unfamiliar words in sentences with examples and definitions
Spell, read, write and identify words with closed syllables spelling pattern: absent, basket…etc
Write and speak with sentences that use adjectives, and proper punctuation.
Write legibly a story using descriptive words and details to tell about an event *(check for correct spelling)
 Listening to your child read and periodically stopping to ask questions (who, what, when, where, why, how)

Providing access to text and online reference sources (dictionary, thesaurus, etc.)
 Encouraging discussion of new and unfamiliar words
https://sites.google.com/site/easygrammar4kids/adjectives
https://sites.google.com/site/easygrammar4kids/syllables
http://mrnussbaum.com/readingpassageindex/#4
What does it look like?
How do I know my child
understands?
1.
2.
3.
4.
5.
6.
This article is mostly about_________
What is the main idea of this information?
What re the four most important facts in this information? (sorting important facts from unimportant facts lead to an
accurate summary)
Which of these is the most complete summary of this information?
How was ______discovered? (supporting detail)
What happened when_____? (supporting detail)
PTA2
Partners-Teachers-Advocates- Advisors
Weeks: ELA 4th Six Weeks Readiness skills = denoted *
What will students learn?
How can I assist my
child?
March 3-7, 2014
Comprehension - Literary Text/ Folktale
*sequence and summarize the plot’s main events and explain how it influences future events and finally, *describe the how the
characters including their relationships and the changes they undergo
Vocabulary/Spelling/Grammar/Writing
Identify and use synonyms in written and oral language situations
Spell, read, write and identify words with closed syllables spelling pattern: paper, able…etc
Write and speak with sentences that use Articles of Speech: “a” and “the”
Write legibly a story that expresses ideas that show similarities and differences between to objects, characters or events*(check
for correct spelling)
 Listening to your child read and periodically stopping to ask questions (who, what, when, where, why, how)
 Encouraging discussion of new and unfamiliar words
 Ask your child to draw a comic strip about what happens in the story
http://www.howtospell.co.uk/-ible-or-able
http://www.writingprompts.net/4th-grade/
http://mrnussbaum.com/readingpassageindex/#4
What does it look like?
How do I know my child
understands?
1.
2.
3.
4.
5.
6.
7.
What happened when______? (Sequence)
Before _____did_____, what did he do? (Sequence)
What happened after _____? (Sequence)
Why are paragraphs _____ through _____ important in this story? (Summarize the plot’s main events)
Why is paragraph _____ important in this story? (Sequence)
What event helps the reader predict what will happen next? (Influence on future events, i.e. predictions)
The reader can tell that _____ will _____ because _____(Influence on future events, i.e. predictions)
PTA2
Partners-Teachers-Advocates- Advisors
Weeks: ELA 4th Six Weeks Readiness skills = denoted *
What will student learn?
How can I assist my
child?
March 17-21, 2014
Comprehension- Informational Text/ Expository
*After reading a selected text, summarize the main idea and supporting details in the text in ways that maintain the meaning.
Vocabulary/Spelling/Grammar/Writing
Identify and use words with Latin Roots in written and oral language situations
Spell, read, write and identify words with vowel teams
Write and speak with sentences that use adjectives that compare (larger, largest) and introductory phrases (Ex. For example, …or
In the meadow, …)
Write legibly an expository letter (check for correct spelling)
 Listening to your child read and periodically stopping to ask questions (who, what, when, where, why, how)
 Provide access to text and online reference sources (dictionary, thesaurus, etc.)
 Encouraging discussion of new and unfamiliar words
http://www.funbrain.com/roots/index.html
http://www.writingprompts.net/4th-grade/
http://mrnussbaum.com/readingpassageindex/#4
What does it look like?
How do I know my child
understands?
1.
2.
3.
4.
5.
6.
This article is mostly about_________
What is the main idea of this information?
What re the four most important facts in this information? (sorting important facts from unimportant facts lead to
an accurate summary)
Which of these is the most complete summary of this information?
How was ______discovered? (supporting detail)
What happened when_____? (supporting detail)
PTA2
Partners-Teachers-Advocates- Advisors